Area,+Perimeter+and+Volume

= Websites = media type="custom" key="28715820" =iPad Apps=
 * = Area = ||  ||   ||
 * [[image:Screen_Shot_2011-08-11_at_8.01.27_AM.png width="293" height="214" link="@http://www.hbschool.com/activity/tile_the_floor/"]] || [[image:Screen_Shot_2011-08-11_at_8.10.12_AM.png width="285" height="216" link="@http://www.hbschool.com/activity/elab2004/gr3/24.html"]] || [[image:Screen_Shot_2011-08-11_at_8.22.35_AM.png width="273" height="190" link="@http://www.hbschool.com/activity/rubber_area_partners/"]] ||
 * === Tile the Floor=== || === Find the area=== || === Area Partners=== ||
 * [[image:Screen Shot 2013-09-18 at 11.43.24 AM.png width="342" height="212" link="@http://www.funbrain.com/cgi-bin/poly.cgi"]] || [[image:Screen Shot 2013-09-18 at 11.53.29 AM.png width="299" height="205" link="@http://www.shodor.org/interactivate/activities/AreaExplorer/"]] || [[image:Screen Shot 2013-09-18 at 12.07.55 PM.png width="331" height="215"]] ||
 * **Find the Area of the shapes** || =====**Area Explorer**===== || ====**A maths dictionary, select Area from the list**==== ||
 * [[image:Screen Shot 2013-09-18 at 12.27.49 PM.png width="340" height="256" link="@http://splash.abc.net.au/res/i/L383/index.html"]] || [[image:Screen Shot 2013-09-18 at 12.31.47 PM.png width="358" height="255"]] || [[image:Screen Shot 2013-09-18 at 8.51.27 PM.png width="325" height="242" link="@http://splash.abc.net.au/res/i/L384/index.html"]] ||
 * ===Finding area of a compound shape=== || ===Area of triangles (Hard)=== || === Finding the area of the rectangle=== ||
 * [[image:Screen Shot 2013-09-18 at 8.55.38 PM.png width="315" height="235" link="@http://splash.abc.net.au/res/i/L139/index.html"]] ||  ||   ||
 * ===Area counting=== ||  ||   ||
 * = Perimeter = ||  ||   ||   ||
 * [[image:Screen Shot 2013-09-18 at 11.56.50 AM.png width="291" height="189"]] ||  || [[image:Screen Shot 2013-09-18 at 12.10.11 PM.png width="371" height="242"]] || [[image:Screen Shot 2013-09-18 at 2.19.11 PM.png width="310" height="228"]] ||
 * =====**Perimeter Explorer**===== ||  || ===A maths dictionary, select Perimeter from the list=== || ===Adam Ant basic intro to perimeter=== ||
 * [[image:Screen Shot 2013-04-15 at 9.48.52 PM.png]] ||  ||
 * ====**Geoboard** (Free for iPod/iPhone; Free for iPad)====

Also available as a website
||  ||


 * =Perimeter Rap= || =Perimeter and Area Rap= ||
 * media type="custom" key="23851632" || media type="custom" key="23851668" ||


 * = Area and Perimeter = ||  ||   ||   ||
 * [[image:Screen_Shot_2011-08-09_at_6.31.37_PM.png width="277" height="231" link="@http://www.mathplayground.com/PartyDesigner/PartyDesigner.html"]] || [[image:Screen_Shot_2011-08-11_at_8.19.25_AM.png width="324" height="245" link="@http://www.hbschool.com/activity/show_me/e563.htm"]] ||  || [[image:Screen Shot 2013-09-18 at 11.50.26 AM.png width="384" height="292" link="@http://www.bbc.co.uk/schools/gcsebitesize/maths/geometry/areaandperimeteract.shtml"]] ||
 * ===Design a Party===

using your knowledge of area and perimeter
|| ===Find the Area and Perimeter=== ||  || =====**Find the area and perimeter**===== ||
 * [[image:Screen Shot 2013-09-18 at 11.59.19 AM.png width="352" height="226"]] || [[image:Screen Shot 2013-09-18 at 2.15.19 PM.png width="335" height="238" link="@http://pbskids.org/cyberchase/math-games/airlines-builder/"]] ||  ||   ||
 * =====**Compare Area and Perimeter**===== || === Airlines builder=== ||  ||   ||

Students did the pretest and in consultation we analysed and decided what their learning needs were. || Students then had to organise their learning time, taking into account that their assessment task would take at least 2 days. Students could then work their way through the activities according to what were their major needs (Area, Perimeter or Volume) It was compulsory to complete a certain number of tasks for each section. Each task clearly stated what could be used to complete it. There was a variety of equipment available. ||
 * = Area, Perimeter and Volume = ||
 * These are resources I developed for a Year 5 and 6 class.
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 * These are the workshops that I started off with students and they continued to run them. They played through a projector and students managed and ran them. Students had their maths books and they did the activities together both in their books and on the screen. Students could choose to opt in or they might have been suggested to attend by me. I was able to work around the classroom with individuals and keep an eye on the workshop as well. If I saw a problem at the workshop I would step in, otherwise I worked with individuals, pairs or groups as needed. ||
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